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Texas 2014 Proclamation: Food Science

Principles of Food Science ©2015to Texas Essential Knowledge and Skills (TEKS)

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Goodheart-Willcox Publisher 18604 West Creek Drive • Tinley Park, IL 60477 • 800.323.0440 • www.g-w.com

Page 1 of 11

Goodheart-Willcox Publisher Correlation of Principles of Food Science ©2015

to Texas Essential Knowledge and Skills (TEKS) §130.230. Food Science

STANDARD CORRELATING PAGES

Standard (1) The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations; and

50–51, 52, 53, 54, 56, 59, 80, 82, 84, 110, 112, 114, 138, 140, 143, 170, 172, 175, 202, 204, 206, 236, 238, 240, 262, 265, 267, 296, 298, 300, 330, 334, 336, 360, 362, 364, 394, 396, 398, 424, 427, 450, 453, 455, 484, 486, 488, 520, 522, 524, 528, 562, 564, 566, 598, 600, 602, 624, 627, 629, 662, 666, 694, 696, 699, 722, 724, 727, 750, 752, 755

(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

50-51, 56, 59, 82, 114, 172, 362, 364, 524, 566

Standard (2) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

31–32

(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;

42, 732–739

(C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed;

31, 42

(D) distinguish between scientific hypotheses and scientific theories;

42

(E) plan and implement descriptive, comparative, and experimental

54–61, 79–87, 110–115, 138–145, 169–177, 202–207, 236–241, 262–269, 296–301,


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investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

330–337, 360–364, 394–399, 424–431, 450–454, 484–489, 520–529, 562–569, 598–603, 624–631, 662–667, 694–701, 722–729, 750–757

(F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools and equipment;

24–27, 45, 54–61, 77, 79–87, 110–115, 138–145, 169–177, 202–207, 236–241, 262–269, 296–301, 330–337, 360–364, 394–399, 424–431, 450–457, 484–489, 520–529, 562–569, 598–603, 624–631, 662–667, 694–701, 722–729, 741, 750–757

(G) analyze, evaluate, make inferences, and predict trends from data; and

42, 47, 54–61, 79–87, 110–115, 138–145, 169–177, 202–207, 236–241, 262–269, 296–301, 330–337, 360–364, 394–399, 424–431, 450–457, 484–489, 520–529, 562–569, 598–603, 624–631, 662–667, 694–701, 722–729, 750–757

(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

47–49, 54–61, 79–87, 110–115, 138–145, 169–177, 202–207, 236–241, 262–269, 296–301, 330–337, 360–364, 394–399, 424–431, 450–457, 484–489, 520–529, 562–569, 598–603, 624–631, 662–667, 694–701, 722–729, 742, 750–757

Standard (3) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

40–49, 54–61, 79–87, 110–115, 138–145, 169–177, 202–207, 236–241, 262–269, 296–301, 330–337, 360–364, 394–399, 424–431, 450–457, 484–489, 520–529, 562–569, 598–603, 624–631, 662–667, 694–701, 722–729, 732–733, 736–742, 750–757

(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

23, 41–50, 53, 79, 109, 137, 169, 201, 235, 261, 295, 329, 359, 393, 423, 449, 483, 519, 561, 597, 623, 661, 693, 721, 749, 777

(C) draw inferences based on data related to promotional materials for products and services;

13–14, 20–21, 442, 661, 784–789

(D) evaluate the impact of scientific research on society and the environment;

6–20, 31–32, 152, 169, 196–199, 201, 479, 495, 539, 649, 661, 718, 721

(E) evaluate models according to their limitations in representing biological objects or events; and

92, 97–100, 104, 109, 149, 180, 181, 224, 235, 247, 271, 272, 274, 309, 317, 329, 342, 343, 346, 403–404, 407, 409–412, 449, 471, 483, 497, 712, 717


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(F) research and describe the history of science and contributions of scientists.

6–19, 49, 65, 69, 149–151, 156, 190, 340, 355, 369–370, 407, 440, 443–446, 502, 516, 636, 738

Standard (4) The student analyzes the role of acids and bases in the food sciences. The student is expected to:

(A) identify the properties of acids and bases; 147–155

(B) describe the pH scale and how it is used; 153–156

(C) use various indicators to measure the pH of solutions;

155–156

(D) describe the importance of pH in digestion and blood; and

159–161, 324–325, 800

(E) discuss ways pH is related to the properties of food, its safety, and its freshness.

161–162, 474–476, 503, 537, 540, 578

Standard (5) The student applies the principles of food safety and microbiology. The student is expected to:

(A) investigate the properties of microorganisms that cause food spoilage;

493-499, 535

(B) explain the difference between food intoxication and food infection;

535–551

(C) examine the conditions under which the important pathogens are commonly destroyed, inactivated, or rendered harmless in foods;

501–504, 535–551

(D) discuss the difference between microorganisms that are helpful and those that are harmful; and

493–501, 531–555

(E) analyze sanitary food-handling practices. 553–559

Standard (6) The student studies the chemical properties of food. The student is expected to:

(A) discuss elements, compounds, mixtures, and formulas;

92–94, 96, 101–103, 212–217

(B) explain the Periodic Table of the Elements; 93–95

(C) compare elements and compounds; 92–94, 101

(D) describe heterogeneous and homogeneous mixtures;

102–103

(E) explain the similarities and differences between heterogeneous and homogenous mixtures;

102–103

(F) identify chemical examples of pure substances and mixtures;

100–103

(G) identify chemical symbols, formulas, and equations and explain how they are used in food science;

93–96, 106–107

(H) analyze the occurrence of specific chemical reactions; and

106–107, 121, 148–149, 156, 161, 163–165, 193, 212, 322, 344, 346, 515, 675, 688


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(I) analyze chemical and physical changes in food.

103–106, 110–115, 172–177, 204–205, 238–241, 262–269, 296–301, 330–337, 360–365, 396–397, 424–431, 450–457, 484–489, 520–529, 562–563, 598–603, 624–631, 664–667, 694–695, 699–701, 722–729

Standard (7) The student analyzes solutions, colloids, solids, gels, foams, and emulsions. The student is expected to:

(A) identify the solvent and solute in a given solution;

102, 671–673

(B) discuss the effect of a solute and its concentration on the boiling and freezing points of a solution;

677–678

(C) calculate the concentration of a solution using mass percent;

676–677

(D) compare and contrast unsaturated, saturated, and supersaturated solutions;

674–675

(E) describe the properties of colloidal dispersions;

680–690

(F) explain the three parts of an emulsion and their relationship to each other; and

683–684

(G) identify various food emulsions and the types of each emulsion.

684–686

Standard (8) The student understands the functions of enzymes. The student is expected to:

(A) describe how enzymes act as catalysts in chemical reactions;

339–343

(B) explain the relationship between an enzyme and a substrate;

341–343

(C) discuss the enzymes involved in digestion; 341–344, 716–717, 799–803

(D) identify factors that affect enzyme activity; and

345–349, 354–357

(E) explain how enzyme reactions are involved in food preparation.

349–357, 499–500

Standard (9) The student understands the role of fermentation in food sciences. The student is expected to:

(A) explain anaerobic respiration and how it is involved in metabolism and food science;

496, 505, 804–805

(B) list reasons food is fermented; 504–516

(C) describe how bacteria is used to ferment food, including how lactic acid bacteria creates sauerkraut from cabbage;

509–514

(D) compare fresh-pack pickling and brine pickling; and

510–511

(E) describe the process of making vinegar. 515–516


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Standard (10) The student discusses how leavening agents are used in baking. The student is expected to:

(A) describe the purpose of leavening agents in baked goods;

162–165, 473

(B) identify and describe major leavening agents;

162–165, 473–474, 498

(C) explain why baking soda is used with an acid in baked goods;

163

(D) describe the types of dough and batters used in making quick breads;

165, 175–177

(E) analyze the ingredients in baking powder; 163–164

(F) discuss how air and steam act as leavening agents; and

163, 166, 187

(G) identify the purposes of the ingredients used in making yeast breads.

505

Standard (11) The student understands the purposes of additives in food. The student is expected to:

(A) discuss the use of food additives; 459–481

(B) describe properties of a desirable food preservative;

465–469

(C) explain why additives used as antioxidants are added to food;

467–469

(D) explain the difference between natural and artificial additives;

469–471

(E) identify kinds of sweeteners used in food processing;

217–223, 472

(F) name nutrients that are used as food additives;

385–389, 470

(G) discuss the advantages and disadvantages of using food additives; and

479–481

(H) identify agencies involved in regulating food additives.

460–465

Standard (12) The student understands the physiology of digestion. The student is expected to:

(A) define mechanical and chemical digestive processes;

716–717, 799

(B) explain the difference between mechanical and chemical digestive processes; and

716–717, 799

(C) explain absorption as part of the digestive process.

800–803

Standard (13) The student understands metabolism. The student is expected to:

(A) analyze components and byproducts of metabolism;

803–805

(B) define anabolism and catabolism; 719, 804


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(C) describe conditions needed for metabolism to occur;

716–719, 803–804

(D) explain the process of osmosis and the role it plays in metabolism;

712–713, 718–719, 804

(E) discuss basal metabolism and the factors that affect it;

126

(F) identify levels of voluntary activity and how these affect the need for kilocalories;

795–796

(G) describe metabolic changes and the effect they have on the body during fasting; and

126, 797

(H) explain why lactic acid builds up in the muscles during exercise and how this can be prevented or treated.

804–805

Standard (14) The student explains how food provides energy. The student is expected to:

(A) discuss molecular motion and temperature;

128–133

(B) explain heat transfer; 129–132

(C) explain latent heat in phase changes; 132–133

(D) compare various temperatures on rates of reaction;

134

(E) analyze how the body uses energy and calories;

117, 126–127

(F) describe the relationship of energy to physical and chemical reactions;

117–121

(G) analyze relationships between food intake and body weight;

233, 797

(H) determine energy requirements of individuals using multiple variables such as activity level;

126, 792, 796

(I) discuss energy imbalances in relationship to weight-related disorders and diseases; and

797–798

(J) explain the transfer of energy through a food chain and its relationship to human nutrition.

117–135, 212

Standard (15) The student describes the basic nutrients and their specific properties as related to food science. The student is expected to:

(A) identify the recommended daily allowances of the basic nutrients;

793–794

(B) list the five main nutrients and food sources of each;

179, 259, 280, 303, 375, 378, 383, 390

(C) explain the use of the five main nutrients in relation to the Food Guide Pyramid and/or the Dietary Guidelines; and

MyPlate: 792–799


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(D) discuss the importance of fiber in the diet.

258, 292

Standard (16) The student identifies properties of carbohydrates. The student is expected to:

(A) explain the chemical reaction that occurs when plants produce carbohydrates;

212

(B) define monosaccharides and disaccharides and name examples of each;

213–216

(C) describe the regulation of glucose in the blood and the conditions resulting from low and high glucose levels;

231–232, 803–805,

(D) explain sugar hydrolysis and list the products of the hydrolysis of sucrose and lactose;

215–216

(E) discuss the process of caramelization; 228–229

(F) compare the structures of amylose and amylopectin and how these structures affect cooking properties; and

244–248

(G) describe gelatinization, paste, retrogradation, and syneresis.

246–247, 249–250, 254

Standard (17) The student describes the properties of fats and lipids. The student is expected to:

(A) compare the properties of saturated and unsaturated fatty acids;

274–277

(B) identify foods containing triglycerides and identify which foods contain saturated and unsaturated fat;

273, 275–280, 291

(C) discuss the function of fat in food preparation;

284–288

(D) describe ways lipid oxidation can be controlled in food;

283

(E) describe the functions of fat in the body; 288–290

(F) explain the role of fat in maintaining optimum health;

288–291

(G) explain the role of cholesterol in maintaining optimum health;

291–292

(H) contrast the properties of saturated and unsaturated fats; and

275–277

(I) describe the effects of temperature on fats in food preparation.

281–282

Standard (18) The student describes the properties of proteins and amino acids. The student is expected to:

(A) name the groups of elements that identify an amino acid;

303

(B) describe the chemical structure of protein; 303–304


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(C) explain what happens during the denaturation of protein and how the process occurs;

311–314

(D) describe ways in which protein is used in food preparation;

314–319

(E) discuss the composition of eggs and their storage requirements;

319–320

(F) list factors that affect the stability of an egg foam;

687–690

(G) identify the functions of protein in the body; and

323–325

(H) compare and contrast complete and incomplete proteins.

306

Standard (19) The student understands the coagulation and coalescence processes associated with milk protein and cheese. The student is expected to:

(A) list the components of milk and explain how each component is dispersed in the milk;

671, 681–682

(B) describe what happens when milk protein is coagulated;

311, 396–397, 513

(C) discuss the processing of milk and how it is treated when it is pasteurized, homogenized, and fortified;

373, 386–387, 504, 574, 581, 683

(D) compare and contrast skim milk, low-fat milk, whole milk, half-and-half, and various creams;

683

(E) explain the differences between evaporated milk, condensed milk, and dried milk;

683

(F) identify factors that affect the ability of cream to form a foam;

687–690

(G) explain the changes that occur when milk is heated; and

320–321, 504

(H) describe the process of making a fermented or cultured milk product and list examples of these products.

512–514

Standard (20) The student analyzes the properties of vitamins and minerals. The student is expected to:

(A) discuss the functions of vitamins and minerals in the body;

369–376

(B) describe water- and fat-soluble vitamins and list the main vitamins in each category;

369–376

(C) explain why megadoses of fat-soluble vitamins can be toxic;

371


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(D) analyze the food sources for each vitamin and mineral;

371, 375

(E) analyze deficiency diseases and explain their causes;

797–798

(F) explain the difference and list examples of major and trace minerals; and

377–384

(G) explain the interrelationships among nutrients.

369–384

Standard (21) The student explains the properties of water. The student is expected to:

(A) identify the properties of water that make it a polar molecule;

180–181

(B) describe hydrogen bonds and how they differ from covalent bonds;

180

(C) discuss the differences between hard and soft water;

198–199

(D) compare the heat of fusion and the heat of vaporization;

132

(E) explain the functions of water in food preparation; and

185–191

(F) identify the functions of water in the body.

194–196

Standard (22) The student analyzes the food irradiation process. The student is expected to:

(A) list the steps in the food irradiation process;

633–635

(B) define the units used to measure the amount of radiation used during the irradiation process; and

637

(C) describe the effects of irradiation on food.

634–636

Standard (23) The student discusses United States Department of Agriculture (USDA) packaging guidelines. The student is expected to:

(A) research food packaging guidelines established by the USDA;

FDA: 641–646 USDA: 786–791

(B) explain the rationale and purposes of those guidelines;

641–646, 786–787

(C) describe properties of containers needed for commercial food packaging;

641–652

(D) identify factors related to the successful use of controlled-atmosphere packaging; and

647–648

(E) describe information required on a food label.

11–12, 786–791

Standard (24) The student analyzes the food dehydration process. The student is expected to:

(A) describe the principles and purposes of dehydration;

605–609


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(B) describe methods of dehydration and explain their similarities and differences;

610–616

(C) explain why food is pretreated before dehydrating;

606–610

(D) compare sulfating, sulfuring, and blanching;

347, 574, 609–610

(E) describe types of blanching that can be used as pretreatment methods; and

347, 609

(F) discuss the role of air temperature and movement in successful dehydration.

607

Standard (25) The student analyzes the food canning process. The student is expected to:

(A) identify safety practices and equipment used in home and commercial canning;

575–583

(B) describe hot-pack, cold-pack, and pressure canning;

582–584

(C) identify advantages and disadvantages of each canning method;

582–584

(D) identify types of food that should be processed by each canning method; and

582–584

(E) compare heat transfer by conduction and by convection in canning.

575–576

Standard (26) The student analyzes the food freezing process. The student is expected to:

(A) list the steps of the food freezing process; 590–592

(B) identify factors needed for successful freezing of food; and

589–590

(C) identify advantages and disadvantages of freezing food.

588–592

Standard (27) The student understands the importance of developing lifelong skills. The student is expected to:

(A) demonstrate the use of oral and written communication skills such as writing technical reports, letters, and memos; communicating technical information to a nontechnical audience; and making formal and informal presentations;

23, 53, 79, 109, 137, 169, 201, 235, 261, 295, 329, 359, 393, 423, 449, 483, 519, 561, 597, 623, 661, 693, 721, 749, 766, 777–783, 819–820

(B) define a problem, identify potential causes and possible solutions, and make thoughtful recommendations;

818–819

(C) apply critical-thinking skills to new situations;

23, 818–819

(D) demonstrate the highest standards of professional integrity and ethical values;

736, 818

(E) work and interact with individuals from diverse cultures;

766


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(F) explain the skills necessary for lifelong learning;

823

(G) work effectively with others; 821

(H) provide leadership in a variety of situations;

821–822

(I) deal with individual or group conflicts; 820–821

(J) research scientific and nonscientific information;

40–50, 731–742

(K) competently use library resources; 49–50

(L) manage time effectively; 817–818

(M) facilitate group projects; 817–818

(N) handle multiple tasks and pressures; and 766, 817–818

(O) prepare for a state or national food manager's sanitation certification or alternative credential within the field of food science technology.

822–823

Chapter 112. Science 130.230. Food Science (One Credit). Proclamation 2014

SubjectSubchapterCourse TitlePublisherProgram TitleProgram ISBN

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9781619604230 5 Student text, Ch. 1 Reading Prep feature

9781619604230 303 Student text, Ch. 11 Reading Prep feature9781619604230 433 Student text, Ch. 15 Reading Prep feature

Goodheart-Willcox PublisherPrinciples of Food Science – Blended Learning Solution, Online Student Solution9781619604223 (Blended Learning Solution), 9781619604230 (Online Student Solution)

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2014 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Chapter 112. ScienceSubchapter C. High School§130.230. Food Science (One Credit).

Page 1 of 62 Goodheart-Willcox Publisher: 9781619604223, 9781619604230 ELPS: Student Material

http://www.g-wonlinetextbooks.com/principles-of-food-science-2015/455







(2) use prior experiences to understand meanings in English

T: K-12S: 6-12




(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

NA NA NA NA



(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA








(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

T: K-12S: 6-12




(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

T: K-12S: 6-12


9781619604230 243 Student text, Ch. 9 Reading Prep feature9781619604230 401 Student text, Ch. 14 Reading Prep feature9781619604230 573 Student text, Ch. 19 Reading Prep feature












(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA



(2) internalize new basiclanguage by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA


(F) use accessible language and learn new and essential language in the process

NA NA NA NA


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA






(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

NA NA NA NA




(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced highstage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA NA NA NA



(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

NA NA NA NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

NA NA NA NA






(2) learn new expressions heard during classroom instruction and interactions

NA NA NA NA



(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12


9781619604698 3 Resources, Reproducible Master 2-1, "Metric Prefixes"

9781619604698 2 Resources, Reproducible Master 3-1, "Descriptive Food Terms"



http://www.g-wonlinetextbooks.com/principles-of-food-science-2015/~~Attachments/rm_02-01.pdf






(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12


9781619604230 18–19 Lab Manual/Workbook, Ch. 2, "Scientific Evaluation Crossword"

9781619604230 46–47 Lab Manual/Workbook, Ch. 4, "What's the Matter?"


(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

NA NA NA NA


http://www.g-wonlinetextbooks.com/principles-of-food-science-lmw-2015-texas/46







(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12




(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA









(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12










(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA





(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(2) understand the general meaning of spoken language ranging from situations in whichlanguage [is] are familiar to unfamiliar

NA NA NA NA






(3) understand the general meaning of spoken language ranging from situations in whichcontexts are familiar to unfamiliar

NA NA NA NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(8) understand the important details of spoken language ranging from situations in whichlanguage [is] are familiar to unfamiliar

NA NA NA NA






(9) understand the important details of spoken language ranging from situations in whichcontexts are familiar to unfamiliar

NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA


(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retellingor summarizing spoken messages commensurate with content and grade-level needs

T: K-12S: 6-12





(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12














(4) demonstrate listening comprehension of increasingly complex spoken English bycollaborating with peers commensurate with content and grade-level needs

NA NA NA NA



(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12









(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) usingvocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced highstage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA


(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9781619604230 1 Resources, Teaching Visual 3-1, "Smell and Taste Work Together"

9781619604230 1 Resources, Teaching Visual 4-1, "Making Equations Balance"

9781619604230 1 Resources, Teaching Visual 5-1, "Forms of Energy"



(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12







http://www.g-wonlinetextbooks.com/principles-of-food-science-2015/~~Attachments/tv_03-01.pdf






(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12





(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9781619604230 6–7 Resources, Reproducible Master 1-4, "Analogical Reasoning"

9781619604230 8 Resources, Reproducible Master 1-5, "Food Science Analogies"

9781619604230 9 Resources, Reproducible Master 1-6, "Expressing Food Science Concepts"











(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-levelcontent area vocabulary in context to internalize new English words

T: K-12S: 6-12





(2) speak using grade-levelcontent area vocabulary in context to build academic language proficiency

T: K-12S: 6-12













(E) share information in cooperative learning interactions

T: K-12S: 6-12




(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12














(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12




(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA









(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA





(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA



(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12

9781619604230 46–47 Lab Manual/Workbook, Ch. 4, "What's the Matter?"

9781619604230 86 Lab Manual/Workbook, Ch. 7, "Understanding Water"

9781619604230 98–99 Lab Manual/Workbook, Ch. 8, "Sugar Facts"


(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA NA NA NA









(2) adapt spoken language appropriately for informal purposes

NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and first grade, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom

NA NA NA NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12








(2) derive meaning of environmental print

T: K-12S: 6-12

9781619604230 3 Resources, Reproducible Master 18-2, "Recommended Safe Cooking Temperatures"

9781619604230 3 Resources, Reproducible Master 15-2, "Food Label Nutrient Claims"

9781619604230 3 Resources, Reproducible Master 22-1, "Composition of Cow's Milk"









(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12











(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12











(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

T: K-12S: 6-12

9781619604230 1 Resources, Teaching Visual 3-1, "Smell and Taste Work Together"

9781619604230 1 Resources, Teaching Visual 4-1, "Making Equations Balance"

9781619604230 3 Resources, Reproducible Master 2-1, "Metric Prefixes"








(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

NA NA NA NA


(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehendincreasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12











(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12












(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12











(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA



(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12











(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12












(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12











(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12











(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12












(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9781619604230 23 Student text, Ch. 1, Chapter 1 Review, #16

9781619604230 23 Student text, Ch. 1, Chapter 1 Review, #179781619604230 303 Student text, Ch. 11 Reading Prep feature








(G) demonstrate comprehension of increasingly complex English byparticipating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA



(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12











(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12

9781619604230 22–23 Student text, Ch. 1, Chapter Review

9781619604230 52–53 Student text, Ch. 2, Chapter Review9781619604230 78–79 Student text, Ch. 3, Chapter Review










(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12










(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA NA NA NA



(2) read silently with increasing comprehension for longer periods

NA NA NA NA





(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA



(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

NA NA NA NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluatingwritten information and performingcritical analyses commensurate with content area and grade level needs

NA NA NA NA




(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and first grade, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA


(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA


(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracyas more English is acquired

(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA



(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA





(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA



(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA


(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

NA NA NA NA





(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(1) write using a variety of grade-appropriatesentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA



(2) write using a variety of grade-appropriatesentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriateconnecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA


(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA



SubjectSubchapterCourse TitlePublisherProgram TitleProgram ISBN




(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9781619604698 1 Instructor's Resources, Ch. 1, Lesson Plan, 2nd Engage bullet

9781619604698 1 Instructor's Resources, Ch. 11, Lesson Plan, 1st Engage bullet


Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Chapter 112. ScienceSubchapter C. High School§130.230. Food Science (One Credit).Goodheart-Willcox Publisher

(c) Cross-curricular second language acquisition essential knowledge and skills

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2014 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

Principles of Food Science – Blended Learning Solution, Online Student Solution9781619604223 (Blended Learning Solution), 9781619604230 (Online Student Solution)

Page 1 of 75 Goodheart-Willcox Publisher: 9781619604223, 9781619604230 ELPS: Teacher Material

http://www.g-wonlinetextbooks.com/principles-of-food-science-instructor-resources/







(2) use prior experiences to understand meanings in English

T: K-12S: 6-12

9781619604698 1

Instructor's Resources, Ch. 11, Lesson Plan, 1st Engage bullet





(1) monitor oral language production and employ self-corrective techniques or other resources

T: K-12 9781619604698 1 Instructor's Resources, Ch. 11, Lesson Plan, 1st Engage bullet














(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

T: K-12S: 6-12

9781619604698 1

Instructor's Resources, Ch. 3, Lesson Plans, 1st Engage bullet

9781619604698 1 Instructor's Resources, Ch. 4, Lesson Plans, 1st Engage bullet

9781619604698 1 Instructor's Resources, Ch. 13, Lesson Plans, 1st Engage bullet








(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

T: K-12S: 6-12

9781619604698 1

Instructor's Resources, Ch. 2, Lesson Plan, 1st Engage bullet






(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA










(2) internalize new basiclanguage by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA





(F) use accessible language and learn new and essential language in the process

T: K-12 9781619604698 3 Instructor's Resources, Ch. 1, Lesson Plan, 1st bullet

9781619604698 9Instructor's Resources, Ch. 1, Chapter Resources, Reproducible Master 1-6, "Expressing Food Science Concepts"




(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA









(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

NA NA NA NA




(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:


(1) distinguish sounds of English with increasing ease

NA NA NA NA



(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

NA NA NA NA



(1) learn new language structures heard during classroom instruction and interactions

T: K-12 9781619604698 3 Instructor's Resources, Ch. 1, Lesson Plan, 1st bullet

9781619604698 9Instructor's Resources, Ch. 1, Chapter Resources, Reproducible Master 1-6, "Expressing Food Science Concepts"

9781619604698 2 Instructor's Resources, Ch. 1, Lesson Plan, 3rd Explain bullet







9781619604698 6–7Instructor's Resources, Ch. 1, Chapter Resources, Reproducible Master 1-4, "Analogical Reasoning"



(2) learn new expressions heard during classroom instruction and interactions

T: K-12 9781619604698 2 Instructor's Resources, Ch. 1, Lesson Plan, 6th Extend bullet

9781619604698 8Instructor's Resources, Ch. 1, Chapter Resources, Reproducible Master 1-5, "Analogical Reasoning"

9781619604698 2 Instructor's Resources, Ch. 4, Lesson Plan, 1st Explore bullet

9781619604698 2 Instructor's Resources, Ch. 4, Lesson Plan, 3rd Explore bullet











(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12


9781619604698 2 Instructor's Resources, Ch. 2, Lesson Plan, 2nd Explore bullet

9781619604698 2 Instructor's Resources, Ch. 3, Lesson Plan, 2nd Explain bullet



(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12














(1) monitor understanding of spoken language during classroom instruction and interactions

T: K-12 9781619604698 1 Instructor's Resources, Ch. 1, Lesson Plan, 3rd Engage bullet

9781619604698 2 Instructor's Resources, Ch. 2, Lesson Plan, 1st bullet











(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12






(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA









(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12












(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA






(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(2) understand the general meaning of spoken language ranging from situations in whichlanguage [is] are familiar to unfamiliar

NA NA NA NA






(3) understand the general meaning of spoken language ranging from situations in whichcontexts are familiar to unfamiliar

NA NA NA NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(8) understand the important details of spoken language ranging from situations in whichlanguage [is] are familiar to unfamiliar

NA NA NA NA






(9) understand the important details of spoken language ranging from situations in whichcontexts are familiar to unfamiliar

NA NA NA NA



(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA



(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA






(2) demonstrate listening comprehension of increasingly complex spoken English byretelling or summarizing spoken messages commensurate with content and grade-level needs

T: K-12S: 6-12






(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12














(4) demonstrate listening comprehension of increasingly complex spoken English bycollaborating with peers commensurate with content and grade-level needs

T: K-12 9781619604698 1 Instructor's Resources, Ch. 10,Lesson Plan, 1st Engage bullet












(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12




(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA









(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9781619604698 2 Instructor's Resources, Ch. 3, Lesson Plan, 1st Explain bullet











(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12






(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA









(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA



(3) speak using a variety ofsentence types with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12












(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12


9781619604698 2 Instructor's Resources, Ch. 1, Lesson Plan, 6th Extend bullet




(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12














(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12












(E) share information in cooperative learning interactions

T: K-12S: 6-12






(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12














(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12













(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12 9781619604698 1 Instructor's Resources, Ch. 3, Lesson Plan, 2nd Engage bullet

9781619604698 1Instructor's Resources, Ch. 3, Chapter Resources, Additional Teaching Strategies, #1










(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12 9781619604698 1 Instructor's Resources, Ch. 1, Lesson Plan, 1st Engage bullet

9781619604698 1 Instructor's Resources, Ch. 1, Lesson Plan, 3rd Engage bullet




(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA









(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA



(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12



9781619604698 2 Instructor's Resources, Ch. 8, Lesson Plan, 4th Explore bullet



(1) adapt spoken language appropriately for formal purposes

NA NA NA NA









(2) adapt spoken language appropriately for informal purposes

NA NA NA NA



(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA



(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom

NA NA NA NA






(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12








(2) derive meaning of environmental print

T: K-12S: 6-12


9781619604698 1 Instructor's Resources, Ch. 15, Lesson Plan, 1st Explore bullet










(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12












(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12











(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

T: K-12S: 6-12











(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: K-12 9781619604698 1 Instructor's Resources, Ch. 1, Lesson Plan, 2nd Engage bullet


9781619604698 2 Instructor's Resources, Ch. 1, Lesson Plan, 1st Extend bullet








(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12












(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12












(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9781619604698 1 Instructor's Resources, Ch. 2,Lesson Plan, 1st Engage bullet











(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA



(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12










(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12














(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12












(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9781619604698 1 Instructor's Resources, Ch. 2,Lesson Plan, 1st Engage bullet











(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12












(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12











(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA



(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12










(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12

9781619604698 3 Instructor's Resources, Ch. 1, Lesson Plan, 2nd Evaluate bullet













(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12












(1) read silently with increasing ease for longer periods

NA NA NA NA



(2) read silently with increasing comprehension for longer periods

NA NA NA NA






(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA



(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

NA NA NA NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

NA NA NA NA





(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA






(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA





(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA






(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

NA NA NA NA






(1) write using a variety of grade-appropriatesentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA






(2) write using a variety of grade-appropriatesentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriateconnecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA


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